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Role of Diet in Type-2 Diabetes Mellitus Non Insulin Dependent Diabetes Mellitus in Liquat Medical College Hospital Hyderabad

Thesis Info

Author

Aslam Pervez

Supervisor

Fasiha Khalid Rajput

Program

MSc

Institute

Allama Iqbal Open University

Institute Type

Public

City

Islamabad

Country

Pakistan

Thesis Completing Year

2001

Thesis Completion Status

Completed

Page

95

Subject

Medicine & Health

Language

English

Other

Call No: 616.462 ASR; Publisher: Aiou

Added

2021-02-17 19:49:13

Modified

2023-02-17 21:08:06

ARI ID

1676710370026

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سید سبط علی صبا

سید سبط علی صبا
سید سبط علی صبا(۱۹۳۵ئ۔۱۹۸۰ئ) کا اصل نام سبطِ علی اور صباؔ تخلص کرتے تھے۔ آپ سیالکوٹ کے قصبہ کوٹلی لوہاراں میں پیدا ہوئے۔ سبط علی صباؔ ابتدائی تعلیم کے بعد پاکستان فوج میں بھرتی ہو گئے۔ ۱۹۶۵ء کی جنگ میں لاہور محاذ پر بھارتی فوجیوں کا ڈٹ کر مقابلہ کیا۔ پاک بھارت جنگ کے دوران بھی آپ نے چند بڑی نظمیں لکھیں جو ہفت روزہ’’واہ کاریگر‘‘ واہ کینٹ اور ہفت روزہ’’ہلال‘‘ راولپنڈی میں شائع ہو چکی ہیں۔ آپ نے ۱۹۶۸ء کی عوامی جمہوری تحریک اور مقامی مزدور تحریکوں میں بھرپور حصہ لیا۔(۸۵۸)صباؔ کا شعری کلام ماہنامہ’’فنون‘‘ ماہنامہ’’ہلال‘‘ مجلہ’’ہماری زبان‘‘ دہلی’’ماہ نو‘‘ لاہور اور دیگر ملکی رسائل و جرائد میں شائع ہوتار ہا ہے۔ مجلس تصنیف و تالیف واہ کینٹ نے ۱۹۸۶ء کو سبط علی صبا کا شعری مجموعہ ’’طشت مراد‘‘ شائع کیا۔ سید سبط علی صباؔ نے پچاس کی دہائی میں باقاعدہ شاعری شروع کی تھی۔ صباؔ ابتدائے شاعری سے ہی طبقاتی اور رزمیہ طرز فکر کے حامل فنکا ر تھے۔ صبا ؔکی غزل کے مطالعہ سے معلوم ہوتا ہے کہ ان کے ہاں کسی تحریک یا نظریہ سے وابستہ طبقاتی شعور نہیں بلکہ وہ پوری دنیا کو ظالم اور مظلوم ،حاکم اور محکوم ،جابر اور مجبور ،امیر و غریب ،جاگیر دار اور کسان اور آجر اور مزدور کے حوالے سے دیکھتے ہیں۔ ان کی شاعری کرہ ارض کے ہر مظلوم کے ساتھ غیر مشروط و فاداری کا اعلان کرتی ہے۔ احمد ندیم قاسمی اس حوالے سے رقم طراز ہیں:
وہ اپنے آنگن سے باہر کی دنیا تک چار طرف جب چھینا جھپٹی کے مناظر دیکھتا تھا اور زر پرست معاشرے میں پسنے والے کروڑوں عوام پر نگاہ ڈالتا تھا تو ایسا ایسا قیامت کا شعر کہہ جاتا تھا کہ تجربات اور محسوسات کی اتنی صداقت اور ساتھ ہی خیال کی اتنی ندرت...

اسلام میں اکل بالباطل اوردھوکہ دہی کی ممانعت

Financial dealings are an integral part of human life. All the human beings have to do such dealings for their needs, mostly related to trade. But principles and rules for such dealings depend on either human intellect or the Shariah teachings. The human intellect in itself prevents humans from indulging into oppressive and corrupt ways of earning so that they do not incur loss in trading. But selfish and lustrous worldly interests mislead them, and consequently, they take to the prohibited ways of earning. In such situations, Shariah guides us to the right path. Allah Ta’ala has guided the mankind in the best way through the eternal and everlasting teachings of the Holy Quran. Regarding the financial dealings, this Holy Book has given us a comprehensive guideline which is beyond human intellect, and that is: Do not get one another’s possessions through prohibited ways; yes, you can earn them through trading based on mutual consent. This guideline has prohibited all the illegal ways of earning, including fraudulence, dishonesty, misrepresentation etc. The Article in focus discusses the condemnation of earning through prohibited ways, importance of the unambiguity of financial dealings and the related Shariah rulings.

The Withdrawn Children and Their Classroom Participation: An Exploratory Case Study

Child-centred teaching and learning approach is a progressive approach that demands for active participation of all children in the classroom process. Educationists and Professional Educational Institutions like IED are advocating for this approach. As a result, more and more teachers are being exposed to this progressive approach of teaching and learning. As teachers embrace this approach, one may wonder whether they are able to enhance the participation of all children, including the withdrawn ones in the classroom process. Therefore, apart from creating awareness about withdrawn children who may be forgotten, ignored and isolated in the classroom, this exploratory case study was also carried out to find out the opportunities that exist in the classroom that could enable and/or enhance the participation of the withdrawn children. This study describes the experiences of withdrawn/unresponsive children in and outside the classroom through detailed classroom observations, interviewing some of the teachers, the two case withdrawn children and parents to one of the case children, and through analysis of relevant documents. The study found out that, though the teacher I observed had been exposed to child-centered teaching and learning strategies, like group work, pair work, the use of role plays, drama, discussions etc., through professional development courses and through the H.A.S programme being propagated in the school by the H.A.S.-IED team, that could have been used to enhance classroom participation of all children including the withdrawn ones, she was unable to maximize the use of these strategies in the classroom. However, the findings suggest that the warm friendly relationship the teacher had with all children including the withdrawn ones in the classroom, which was shown in the way she related to them, indicated that the teacher valued, loved and respected all the children. This relationship may have enhanced the children's self-esteem, thus, leading to occasional interaction between the teacher and the children, hence, enabling the two withdrawn case children to participate.